GES Curriculum OWOP Basic-4-6

Sub-Strand 2: Festivals

Content Standard Indicator Exemplars Core Competencies and
B5.3.2.1. Subject Specific Practices
Demonstrate knowledge of
Celebrations in Ghana B5.3.2.1.1. Learners talk about types of celebrations in Ghana Communication and
Describe various e.g. Birthday, Indolence Day, Naming babies, festivals Collaboration
celebrations in Ghana Learners talk about importance of celebrations in Personal Development and
Ghana: teaches about love and sacrifice, unity, Leadership
brotherliness, appreciation, generosity, kindness, Creativity and Innovation
forgiveness, bravery, reconciliation and Global Citizenship

Learners role play various celebrations, showing
important activities like sharing, reconciliation, unity
and brotherliness, etc.

Learners write essay on any of the celebrations

Content Standard Indicator Sub-Strand 3: Basic Human Rights Core Competencies and
B5.3.3.1. Exemplars Subject Specific Practices
Demonstrate understanding of how Communication and
to respect human rights as a citizen B5.3.3.1.1. Learners describe fundamental human rights as a Collaboration
Describe fundamental family member e.g. right to live with family, right to Personal Development and
human rights in the guardianship, right to education, right to health Leadership
family Learners compose songs and rhymes on the right to Creativity and Innovation
belong to a family Global Citizenship
Learners develop posters describing the right to
education using pictures or the internet Obedience
Respect, Commitment, Humility
Unity

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Sub-Strand 4: Being a Leader

Content Standard Indicator Exemplars Core Competencies and
B5.3.4.1. Subject Specific Practices
Show Understanding of the Ministry
of the major religious leaders B5.3.4.1.1. Learners describe the key events Personal Development and
Describe the key events in the associated with the ministry of the Leadership
Ministry of the leaders of the three leaders of the three main religions: Communication and
religions Collaboration,
i. The Lord Jesus Christ–Baptism, Creativity and Innovation
temptation, call of the disciples, Digital Literacy
teaching, etc. Cultural Identity and Global
Citizenship
ii. The Holy Prophet Muhammad Respect, Trust, Obedience,
(S.A.W.) –call, triumphant entry to Commitment, Responsibility,
Makkah etc.

iii. Traditional Leader–training,
teaching, etc.

In groups, learners role-play some
aspects of the Ministry of:

a. The Lord Jesus Christ
b. The Holy Prophet Muhammad
c. A Traditional Religious Leader

Learners in groups to identify the
significant roles by the religious leaders
their ministries: obedience;
commitment; patience, leadership,
sacrifice etc.

In groups, learners dramatise portions of
the scripture that depict moral lessons,
e.g. submissiveness, humility, loyalty,
etc., and how they can emulate such
values as individuals.

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STRAND 4: OUR NATION GHANA
Sub-Strand 1: Being a Citizen

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B5.4.1.1. B5.4.1.1.1. Learners identify attitudes necessary for effective Communication and
Show understanding of Describe the attitudes needed for citizenship, e.g. compromise, tolerance, Collaboration
attitudes needed for effective effective citizenship collaboration, dialogue, teamwork, etc. Critical Thinking and Problem
citizenship Learners role play the importance of living in Solving
harmony with others, e.g. peaceful coexistence, Appreciation, Truth
unity, love, respect. Caring, Protection
Love, Responsibility

B5.4.1.2. B5.4.1.2.1. Learners describe attitudes and behaviours that Personal Development and
Demonstrate an Discuss the importance of being a show that a person is responsible e.g. Leadership
understanding of how responsible citizen in the nation obedience to rules and regulations, respect others, Communication and
responsible citizens, can accepting responsibility (performing assigned Collaboration,
contribute to national duties), taking initiatives, helping needy people. Cultural Identity and Global
development Learners discuss the importance of being a Citizenship
responsible citizen e.g. to promote unity, to gain Commitment, Loyalty, Respect
respect, to be considered a reliable person, etc. Obedience, Humility, Unity
Learners role-play activities of responsible citizens. Responsibility, Togetherness
Learners identify and talk about what they can do Tolerance.
to help the country to develop.

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STRAND 4: OUR NATION GHANA

Sub-Strand 1: Being a Citizen

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B5.4.1.3. B5.4.1.3. 1. Learners describe how ethnic diversity can Communication and
Demonstrate Demonstrate how diversity can promote promote national development e.g. promotion Collaboration
understanding of unity in national development of tourism, sale of artefacts, inter-ethnic Personal Development and
diversity marriage Leadership
Learners role play a scenario depicting cultural Creativity and Innovation
diversity e.g. display of various cultural activities and Global Citizenship
at national gatherings Faithfulness, Obedience
Respect, Commitment, Humility
Togetherness, Unity
Cultural Identity, Gratitude

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Sub-Strand 2: Authority and Power

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B5.4.2.1. B5.4.2.1.1. Learners talk about rules and Personal Development and
Demonstrate knowledge of the need Recognise parents as source of regulations they are expected to Leadership
to obey and submit to authority discipline and character formation follow at home Communication and Collaboration
Cultural Identity and Global
Learners discuss why it is important Citizenship
to obey rules and regulations at home Commitment, Loyalty, Respect
Obedience, Humility, Unity
Learners identify ways by which they Responsibility, Togetherness
can be responsible: Tolerance

• be a good child to avoid
punishment

• emulate parents and other
family members, etc.

Learners role play responsible
behaviours as parents and children at
home.

Learners write essays on how to
become responsible adults.

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Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B5.4.2.2. B5.4.2.2 .1. Learners identify various persons and bodies who are Personal Development and
Demonstrate Explain and appreciate the responsible in governing their school e.g. headteacher, Leadership
understanding of the importance of democratic teachers, school prefects. Communication and
need for good governance Learners discuss the importance of good governance in Collaboration
governance their school. Cultural Identity and Global
Learners in groups suggest ways in which Citizenship
school governance could be improved.
Groups present their report in class. Commitment, Loyalty, Respect
Class mock election Obedience, Humility, Unity
Learners demonstrate how to elect a leader in a Responsibility, Togetherness
democratic way. Tolerance
Learners discuss why good governance is
important for national development.

Sub-Strand 3: Responsible Use of Resources

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B5.4.3.1. B5.4.3.1.1. Learners discuss ways of keeping water bodies safe Personal Development and
Demonstrate Identify ways of keeping water e.g. Do not throw rubbish into water bodies, do not wash Leadership
understanding of bodies safe in water bodies, do not defecate in water bodies Communication and
responsible use of water Learners compose slogans and create poster on how to Collaboration
keep water bodies safe. Cultural Identity and Global
Learners compose songs and rhymes on ways to keep Citizenship
water bodies safe. Commitment, Loyalty, Respect
Obedience, Humility, Unity
Responsibility, Togethernes,
Tolerance

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Sub-strand 4: Farming in Ghana

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B5.4.4.1. B5.4.4.1.1. Learners prepare plant house or garden boxes/pots/trays, containers or Critical Thinking and Problem
Demonstrate Participate in garden beds for transplanting. Fill with fertile soil or plant medium; make Solving
understanding of transplanting seedlings holes at correct spacing and water ready for seedlings. Communication and
basic farming Ensure that seedlings are ready for transplanting. Collaboration
practices Water seedlings before transplanting.
(transplanting)
Use the right tools e.g. hand trowel to lift seedlings from seedbed, use
dibber to make holes at the right depth. Transplant seedlings in
boxes/pots/trays, containers or garden beds.

Visit transplanted seedlings daily to record number of leaves and height
(growth) of transplanted seedlings. Use record to write weekly report

40

Content Standard Indicator STRAND 5: MY GLOBAL COMMUNITY Core Competencies and
Sub-strand 1: Our Neighbouring Countries Subject Specific Practices
Communication and
Exemplars Collaboration
Creativity and Innovation
B5.5.1.1. B5.5.1.1.1. Learners watch picture/videos of economic exchanges between Ghana Digital Literacy
Demonstrate Describe the economic and her neighbours e.g. trade, work Critical thinking and Problem
knowledge of the exchanges between Learners describe the types of goods exchanged between Ghana and Solving
economic exchanges Ghana and her her neighbours e.g. tomatoes, onions, clothes
between Ghana and neighbours Analysing
her neighbours
Learners write essays on the importance of the exchange of goods e.g.
for food, clothes

41

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B5.5.1.2. B5.5.1.2.1. Learners explain rotation and revolution of the Earth Communication and
Demonstrate Describe the rotation Learners undertake activities describing the rotation of the earth on its Collaboration
knowledge of the and revolution of the axis and revolution of the earth round the sun. Personal Development and
Rotation and Earth Leadership
Revolution of the
Earth Learners demonstrate the solar and lunar eclipses. Observations
i. Use learners to represent the sun, moon and earth. Organisation
ii. Have the moon (learner 1) walk in circles around the earth
(learner 2).
iii. Have the earth (learner 2) walk around the sun (learner 3)
while the moon (learner 1) maintains its orbit.
iv. When the moon (learner 1) passes between the sun (learner 3)
and the earth (learner 2) to create a shadow, solar eclipse is
formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

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BASIC 6

43

BASIC 6

Content Standard Indicator STRAND 1: ALL ABOUT US Core Competencies and
Sub-Strand 1: Nature of God Subject Specific Practices

Exemplars

B6.1.1.1. B6.1.1.1 .1 Learners in groups discuss the attributes of God e.g. love, Communication and Collaboration
Demonstrate understanding Describe the attributes of patience, merciful, Omniscient- All-knowing. Cultural Identity and Global
of the Nature of God as the God Learners role play scenarios to reflect the attributes of Citizenship
Creator God in their lives. Respect, Responsibility
Learners write essays on the attributes of God in Stewardship, Love
relations to themselves.

44

Sub-strand 2: Myself

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.1.2.1. B6.1.2.1. 1. Learners talk about and list changes that occur during adolescence Personal Development and
Demonstrate Explain problems Learners think-pair-share on challenges associated with adolescence Leadership
understanding of associated with Learners illustrate challenges facing adolescence using the Future’s Communication and
challenges that occur adolescence Wheel e.g. Collaboration
during adolescence Cultural Identity and Global
i. engaging in sexual activity can result in Citizenship
ii. acquiring sexually transmitted infections Respect, Trust, Obedience
Commitment, Responsibility
(STIs) including HIV
iii. teenage pregnancy and parenthood
iv. streetism and poverty
v. drug use and abuse
vi. negative peer pressure leading to criminal activities

B6.1.2.1.2. Learners in groups discuss how to manage the challenges that come
Explain how to with changes during adolescence. e.g.
manage the problems
that occur during i. counselling from a responsible adult
adolescence. ii. discussing problems with peers and siblings
iii. dressing in a modest way to avoid enticing the
iv. opposite sex
v. being assertive (self-confidence to say ‘NO’ to premarital
vi. sex and other actions which may destroy
vii. your future plans)
viii. respecting the sexual rights of others
ix. not forcing to have sex with pupils, etc.

Groups to present reports for class discussion

45

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B6.1.2.2. B6.1.2.2 .1. Learners think-pair-share on how to maintain personal hygiene Personal Development and
Demonstrate Explain how to during adolescence e.g. Leadership
understanding of maintain personal Communication and
personal hygiene during hygiene during i. keeping their teeth clean Collaboration
adolescence adolescence ii. bathing regularly and using lime/deodorant Cultural Identity and Global
iii. keeping their clothes clean Citizenship
iv. keeping their rooms and environment clean Respect, Trust, Obedience
v. taking good health care of their genital organs Commitment, Responsibility
vi. changing their pads regularly during menstruation
vii. Keeping healthy and happy
Learners discuss how adolescent problems affect national
development e.g.
i. The most active segment of the population

(between 15-45 years) can be affected by STIs
ii. Productivity decreases
iii. Increase in cost of health care
iv. Increases the number of people in the poverty

bracket
v. Increase in crime wave due to drug abuse resulting in

insecurity in community
vi. Educate the young people to be responsible

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Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B6.1.2.3. B6.1.2.3.1. Learners identify what they want to become in life and Personal Development and
Demonstrate how Explain how to prepare and discuss why they chose particular vocations. Leadership
adolescents can harness accomplish Learners share their views about how they intend to Communication and
their potentials to aspirations in life prepare themselves towards achieving their aspirations. Collaboration
achieve their goals in life Learners in groups discuss things that could prevent Cultural Identity and Global
them from achieving their goal e.g. HIV/AIDS, early Citizenship
pregnancy and motherhood or fatherhood, loss of a Commitment, Loyalty, Respect
parent etc. Obedience, Humility, Unity
Learners role play scenarios on how to overcome Responsibility, Togetherness
challenges that could prevent them from accomplishing Tolerance
their aspirations.
Learners write essay on skills necessary for achieving
aspirations

47

Content Standard Indicator Sub-Strand 3: My Family and the Community Core Competencies and
B6.1.3.1. Exemplars Subject Specific Practices
Demonstrate Personal Development and
understanding of B6.1.3.1.1. Learners in groups, discuss attitudes and behaviours of a Leadership
attitudes and behaviours Explain the need for responsible family member: Communication and Collaboration,
of a responsible family cordial relationships Cultural Identity and Global
member among family members i. taking part in family activities responsibly Citizenship
ii. obedience to elders of the family Commitment, Loyalty, Respect
iii. respect for family members Obedience, Humility, Unity
iv. accepting responsibility (performing assigned duties) Responsibility, Togetherness
v. taking initiatives Tolerance
vi. helping needy relatives
Learners discuss the importance of being committed to the
family:
i. to promote unity
ii. to gain respect
iii. to be considered a trustworthy person
iv. to uplift family image etc.
Learners engage in role-play and other activities that will
teach them to become family members who are committed
e.g. mock family meetings, naming ceremonies

48

Sub-Strand 4: Home and School

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.1.4.1. B6.1.4.1.1. Learners discuss ways of ensuring food safely e.g. wash hands well, Personal Development and
Demonstrate Identify ways of cover food well, serve in clean plates, serve cooked food hot Leadership
knowledge of food promoting food safely Learners demonstrate how to cook and serve hot food safely Communication and
safety practices Note Collaboration
Teacher uses the lesson as an opportunity to engage learners in Cultural Identity and Global
food safety practices and table manners Citizenship
Trust, Commitment, Loyalty
Respect, Obedience, Humility
Unity, Responsibility
Togetherness

49

STRAND 2: ALL AROUND US
Sub-Strand 1: The Environment and the Weather

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B6.2.1.1. B6.2.1.1.1. Learners discuss the importance of trees in their Communication and
Demonstrate understanding Plant trees in their communities communities e.g. clean air, shade Collaboration,
of the importance of trees in as a civic duty Project Cultural Identity and Global
our environment Learners undertake a tree planting project in the Citizenship
school to check erosion or provide shade Respect, Responsibility,
Stewardship, Love
Project activities include:
a visit to the forestry commission for seedlings

Planting the seedlings and take care of them in the
school

Write down the processes about their project e.g.
daily watering, measuring the height of the trees
weekly, number of leaves

Content Standard Indicator Sub-Strand 2: Plants and Animals Core Competencies and
Exemplars Subject Specific Practices
Communication and
B6.2.2.1. B6.2.2.1.1 Learners watch pictures/videos of manure and Collaboration
Demonstrate understanding Explain the importance of animal discuss the importance of manure e.g. soil fertility Critical Thinking and Problem
of the importance of animals waste to plants Obtain different plant and animal waste from the Solving
to plants in the environment community and use such materials to prepare Creativity and Innovation
manure. Personal Development and
Leadership

50

Sub-Strand 3: Map Making and Land Marks

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B6.2.3.1.
Demonstrate understanding of the B6.2.3.1.1. Learners talk about the political regions Creativity and Innovation
map of Ghana Identify the political regions on a of Ghana e.g. the sixteen regions, their Critical Thinking and Problem
sketch map of Ghana names and capitals. Solving
Learners show the locations of the Observation
political regions on a sketch map of Planning, Applying
Ghana.

Observe a map of Africa and write out
the countries, which border Ghana to
the North, East and West.

Compose a song that locates the
position of Ghana in relation to other
countries along the Coast of West
Africa. “From Senegal to Gambia…Benin
to Nigeria”.

51

Content Standard Indicator Sub-Strand 4: Population and Settlement Core Competencies and
Exemplars Subject Specific Practices
Critical Thinking and
B6.2.4.1. B6.2.4.1.1. Learners explain migration as the movement of people from one Problem solving
Show understanding Describe internal migration place to another with the intention of settling there. Migration Communication and
of internal migration in in Ghana may be individual, family units or large groups. Collaboration
Ghana Learners in groups discuss the patterns of internal migration in Digital literacy
Ghana e. g. movement from the north to the south, movement Cultural identity and Global
from the south to the north, movement to commercial and Citizenship
industrial towns, movement to cash crop farming areas.
Learners brainstorm the reasons for migration Ghana e.g. better Observation
living conditions, to find work, for marriage, Inadequate road Applying
networks, lack or inadequate social amenities (hospital, portable
drinking water, schools and electricity).
Learners show the migration pattern on a sketch map of Ghana.
Learners brainstorm and come out with challenges associated
with urban settlements:

a) poor sanitation
b) environmental pollution
c) traffic congestion
In groups discuss measures that can be taken to solve challenges
associated with rural and urban settlements. E.g. provision of
social amenities in the rural areas, creation of job opportunities
for both rural and urban areas.

52

Content Standard Indicator STRAND 3: OUR BELIEFS AND VALUES Core Competencies and
Sub-Strand 1: Worship Subject Specific Practices
Exemplars
Communication and
B6.3.1.1. B6.3.1.1.1. Learners discuss the meaning of prayer: a Collaboration
Demonstrate Describe the importance communication between the worshipper and the object Personal Development and
understanding of the of prayer in our lives of worship. Leadership
importance of prayer, Creativity and Innovation
worship and other acts of Learners talk about the types of prayer: Cultural Identity and Global
worship Christianity– thanksgiving, intercession, Citizenship
supplication, confession, etc. Faithfulness, Obedience
Islam– Salat (five daily compulsory prayers), Respect, Commitment, Humility
congregational (Ju`mah), etc. Togetherness
Traditional– thanksgiving, intercession, Cultural Identity, Gratitude
supplication, confession, etc.

Learners discuss the importance of prayer:
• brings us closer to God
• It shows our dependence on God, etc.

Learners demonstrate how prayer is done in the three
major religions.

53

Sub-Strand 2: Festivals

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.3.2.1. B6.3.2.1.1. Learners talk about ways of making celebrations of Communication and
Demonstrate knowledge of Identify two ways of making festivals beneficial to the communities e.g. use festival Collaboration
the significance of celebrations festivals beneficial to the occasions to plan for development, encourage youth Personal Development and
in Ghana communities participation, gender and inclusivity, settle disputes, Leadership
honour hardworking people, showcasing the culture Creativity and Innovation
of the people Cultural Identity and Global
Learners draw a durbar of chiefs during festival Citizenship
celebrations

Sub-Strand 3: Basic Human Rights

Content Standard Indicator Exemplars Core Competencies and
B6.3.3.1. Subject Specific Practices
Demonstrate understanding
of fundamental human rights B6.3.3.1.1. Learners discuss human rights abuses against children Communication and
Identify sources of help e.g. neglect, emotional abuse, physical and sexual Collaboration,
abuse, child labour Personal Development and
Learners discuss how to get help in case of abuse e.g. Leadership
responsible adults, police (DOVVSU), Social Welfare, Creativity and Innovation
CHRAJ Cultural Identity and Global
Citizenship

Learners discuss how to speak e.g. speak out and not
keep quiet over an abuse

Learners create posters speaking against child abuse
and also show where to go for help in case of abuse

54

Sub-Strand 4: Being a Leader

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.3.4.1. B6.3.4.1.1. Learners discuss the latter lives of the religious leaders: Communication and
Demonstrate Narrate the story of the i. Jesus Christ– triumphant entry to Jerusalem (Palm Sunday), Collaboration,
understanding of the latter lives of the leaders Last Supper, Prayer at Gethsemane, arrest and trial, Creativity and Innovation
latter lives of the leaders of the major religions crucifixion, death and resurrection Digital Literacy
of the three major ii. The Holy Prophet Muhammad (S.A.W.) – triumphant entry Cultural Identity and Global
religions in Ghana into Makkah, farewell message, sickness and death Citizenship
iii. Traditional leader (e.g. Okomfo Anokye)–priesthood, Respect, Trust, Obedience,
miracles and other activities and death Commitment, Responsibility
Personal Development and
Show pictures or video clips on the latter lives of Jesus Christ and a Leadership
traditional leader to learners

Learners in groups explore moral lessons in the latter lives of the
religious leaders which they can relate to their lives in nation
building e.g. humility, forgiveness, faithfulness, obedience,
perseverance, patriotism

Learners role play the moral lessons they have learnt in the latter
lives of the religious leaders

55

STRAND 4: OUR NATION GHANA
Sub-Strand 1: Being a Citizen

Content Standard Indicator Exemplars Core Competencies and
B6.4.1.1. Subject Specific Practices
Demonstrate
understanding of B6.4.1.1.1. Learners discuss ways of living peacefully with each other Personal Development and
behaviours and attitudes Describe activities for peaceful e.g. love, tolerance, forgiveness, self-control Leadership
for peaceful living living Learners discuss the importance of peaceful living e.g. Communication and
togetherness, security, development Collaboration
Cultural Identity and Global
Citizenship

Learners engage in a role -play and other activities to Commitment, Loyalty, Respect
demonstrate peaceful living people of different ethnic Obedience, Humility, Unity
groups celebrating together Responsibility, Togetherness
Tolerance

B6.4.1.1.2. Learners explain domestic violence and conflict
Describe skills for resolving Learners discuss the causes of domestic violence and
conflict in the conflict in the family
Learners share experiences of domestic violence and
conflict in the community
Discuss the effects of domestic violence on the family

Learners role play peaceful resolution of conflict in the
school, family and community

56

Content Standard Indicator Exemplars Core Competencies and
B6.4.1.2 . B6.4.1.2.1. Subject Specific Practices
Demonstrate Explain the
understanding of the importance of public Learners explain public accountability e.g. Public Accountability is a Personal Development and
importance of social accountability process by which people are held responsible for their actions and Leadership
accountability activities in the society Communication and
Learners discuss the importance of public accountability in Collaboration
promoting social justice e.g. Creativity and Innovation
Digital Literacy
i. Peace building avoids conflicts. Cultural Identity and Global
ii. When there are no conflicts people work together. Citizenship
iii. People see themselves as one people. Respect, Trust, Obedience,
iv. Everybody contributes to development. Commitment, Responsibility
In groups learners identify ways by which people can be held
accountable for their stewardship e.g.
i. development of self-consciousness about accountability
ii. ensuring compliance to rules and regulations
iii. awareness that there are societal institutions to ensure your

compliance e.g. court action, report to the police, etc.

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Sub-Strand 2: Authority and Power

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.4.2.1. B6.4.2.1.1. Learners discuss what it takes to live in harmony. Personal Development and
Demonstrate understanding Identify the role of children Learners in pairs, list roles they can play to promote Leadership
of the need to obey and in promoting harmony with harmony in the family: Communication and
submit to authority other family members e.g. Children must be respectful, obedient, humble, etc. Collaboration
Cultural Identity and Global

Let learners in pairs, list roles other family members can Commitment, Loyalty, Respect,
play to ensure harmony in the family. Obedience, Humility, Unity
e.g. Relatives must be respectful, obedient, caring, Responsibility and Togetherness
protective, defensive, humble, etc. Tolerance.

Ask learners to role-play the duties of their
grandparents, uncles, cousins, aunts, etc., in moulding
their character.

58

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices
B6.4.2.2. B6.4.2.2. 1. Learners identify various persons and bodies who Personal Development and
Demonstrate Explain and appreciate the are responsible in governing their school e.g. Leadership
understanding of the need importance of democratic headteacher, teachers, school prefects. Communication and
for good governance governance Learners discuss the importance of good Collaboration,
governance in their school. Cultural Identity and Global
Learners in groups suggest ways in which Citizenship
school governance could be improved.
Groups present their report in class. Commitment, Loyalty, Respect,
Class mock election Obedience, Humility, Unity,
Learners demonstrate how to elect a leader in a Responsibility, Togetherness,
democratic way. Tolerance
Learners discuss why good governance is
important for national development.
Learners discuss the features of democratic
governance in Ghana e.g. tolerance, election of
leaders, transparency.
Learners discuss how individuals can
promote democratic governance.

59

Sub-Strand 3: Responsible use of Resources

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.4.3.1. B6.4.3.1.1. Learners watch pictures/videos on strategies to Personal Development and
Demonstrate understanding Identify individual responsibilities protect water bodies. Leadership
of individual responsibilities in in protecting water bodies Learners discuss the pictures/videos and suggest Communication and Collaboration
protecting water bodies individual responsibilities for protecting water Cultural Identity and Global
bodies. Citizenship

Project Commitment, Loyalty, Respect
Learners form protecting water bodies clubs to Obedience, Humility, Unity
demonstrate their responsibilities in protecting Responsibility, Togetherness
water bodies. Tolerance
Learners undertake tree planting exercise along
water bodies.

Sub-Strand 4: Farming in Ghana

Content Standard Indicator Exemplars Core Competencies and
B6.4.6.1. Subject Specific Practices
Demonstrate knowledge of
job opportunities in the B6.4.4.1.1. Learners discuss the meaning of agricultural Critical Thinking and
agricultural value chain Describe the agricultural value value chain Problem Solving
chain and the job opportunities Learners talk about job opportunities in the Personal Development and
agricultural value chain e.g. crop farming, Leadership
livestock, fisheries
Agro-chemicals industry, meat processing

Learners write essays on their choice of job
opportunities in the agricultural value chain.

60

STRAND 5: MY GLOBAL COMMUNITY
Sub-strand 1: Our Neighbouring Countries

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.5.1.1. B6.5.1.1.1. Learners recall countries that surround Ghana e.g. Togo, La Cote Communication and
Demonstrate Explain how Ghana D’Ivoire, Burkina Faso. Collaboration
understanding of how co-operates with Learners identify countries surrounding Ghana on a map of West Africa. Creativity and Innovation
Ghana cooperates with other nations Learners discuss how Ghana co-operates with her neighbours e.g. trade, Digital Literacy
other nations sports, political Cultural Identity and Global
Learners talk about the reasons why Ghana should continue to Citizenship
co-operate with other nations e.g. Respect, Trust, Obedience,
Commitment, Responsibility
i. Some ethnic groups cut across political boundaries.
E.g. Ewes in Ghana, Togo and Benin; Sissalas in
Ghana and Burkina Faso.

ii. She cannot supply all her needs. As a developing
nation, Ghana gets many goods and services from
other nations e.g. petroleum from Nigeria, tomato
from Burkina Faso, eggs from La Cote D’Ivoire.
iii. Ghana also trades with some of her neighbours.
e.g. Ghana used to sell electricity to Togo and Cote D’Ivoire.

Learners dramatise the processes to follow in accepting help from other
nations e.g.

i. Be wise so that the help will not be used as way to
control your country.
ii. Find out whether the help will not lead to negative
effects on individuals or the country.
iii. Find out if there is a hidden motive.
iv. Decide on whether your nation is willing to be a
friend to the nation giving the help or not.
Accept the help if it will not have negative effects
on the nation.

61

Content Standard Indicator Exemplars Core Competencies and
Subject Specific Practices

B6.5.1.2. B6.5.1.2.1. Use video clips, field trips and pictures to help Digital Literacy
Demonstrate Investigate the effects climate learners identify the effects of over concentration Communication and Collaboration
understanding of climate change on the environment of greenhouse gases and climate change on the Cultural Identity and Global
change environment e.g. change in rainfall pattern, change Citizenship
in temperature, agriculture, health. Critical thinking and problem
Discuss human activities (e.g. bush burning, fumes Solving
from vehicles) in their community that contribute
to the emission of greenhouse gases (e.g. carbon
dioxide, methane, water vapour and nitrous oxide)
(Whole-class discussion).

Learners in groups suggest ways by which human
beings can adapt to climate change

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OUR WORLD AND OUR PEOPLE SUBJECT PANEL AND REVIEWERS

SN NAME INSTITUTION

WRITING PANEL

1 Mrs. Felicia Boakye-Yiadom NaCCA, Former Executive Secretary

2 Alhaji Seidu Mahama NaCCA

3 Mrs. Joana Vanderpuije NaCCA

4 Mr. William Asamoah Tema Metro Education Office

5 Dr. Dzigbodi Ama Banini Educationist (Rtd.)

6 Apostle Prof. Samuel Asuming- Dept of Agricultural Econs and Business, UG
Brempong Rel. & Human Values, UCC

7 Dr. Osei Owusu

8 Dr. Charles Annobil Basic Edu Dept, UEW

9 Owusu Afriyie Offinso College of Education

10 Dr. Braimah Imurana Awaisu Dept. of Political Science, UEW

11 Mrs. Geogina Afer Okwapeman Secondary School

12 Prof. Quashigah Social Science Faculty, UEW

13 Mr. Frederick Wisly Armah St John’s Grammar

14 George Amponsah Tabi St John’s Grammar

15 Jacob Kwame Bernasco Achimota School

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16 Dr. Obeng Mensah PHD Agric Ed

17 Mr. Isaac Asiegbor Retired, NaCCA

18 Dr Seth Boateng Dept. of Agric Ext, UG

19 Dr. Kofi Ayebi-Arthur College of Education, UCC

20 Frank Appoh NaCCA

21 Callistus Nakpih St. John Bosco’s, College of Education

22 Mark Anibrika Wesley Grammar School

23 Samuel Kwame Arthur Achimota School

EXPERT REVIEWERS

24 Prof. Kankam Boadu Vice Dean, Graduate School, UCC

25 Dr. Lucy Effeh Attom Department of Social Studies, UEW

CURRICULUM ADVISOR

26 Dr. Sam Awuku OPM (Oxford Policy Management)

SUPERVISORS

27 Felicia Boakye-Yiadom (Mrs) NaCCA, Former Executive Secretary

28 Dr. Prince H. Armah NaCCA, Acting Executive Secretary

GRAPHIC DESIGNERS

29 Eugene Offei Tettey NaCCA

30 Frank Appoh NaCCA

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